As a people’s teacher, we need strong classroom teaching ability. With the help of teaching reflection, we can quickly improve our teaching ability. What formats should we pay attention to when writing teaching reflection? The following is my carefully compiled first-grade Chinese teacher's teaching reflections for reference only. Let's take a look. First-grade Chinese teacher's teaching reflection 1

This semester is about to pass. It can be said that it is both stressful and busy but also rewarding.

Reflection on the teaching work of primary school teachers. Overall, I love and can do my job seriously, and have completed the education and teaching tasks well. Actively change ideas, explore and improve classroom teaching. While promoting the "independence-innovation" classroom teaching model, we also combined the new ideas and concepts of the new curriculum standards with the new ideas and new assumptions of classroom teaching, and achieved good results. The reflection on the education and teaching work in this school year is summarized as follows:

1. Classroom teaching, interaction between teachers and students, and mutual development.

This semester, I regard classroom teaching as a way for students to actively explore the mathematics learning environment. While students acquire knowledge and skills, I regard mathematics teaching as an interaction between teachers and students and between students. , the process of simultaneous development of learning enables students to learn knowledge and realize the value of life in happiness. Prepare lessons carefully before class, grasp the key and difficult points, and carefully write lesson plans. After implementation, while the memory is still fresh, review and reflect on your own personal experience and omissions in the teaching process, and write down the flashes or confusions in students' learning. The interaction between teachers and students better mobilizes students' enthusiasm for learning. The accumulation of teaching experience and the learning of lessons are very necessary to improve classroom teaching and improve teachers' teaching level. Students become the masters of learning, and learning It has become their requirement to make discoveries in learning, have fun in learning, improve in learning, and gain in learning.

2. Innovate evaluation, encourage and promote students’ all-round development.

Evaluation is a means to examine students’ learning status, stimulate students’ enthusiasm for learning, and promote students’ all-round development. It is also a powerful means for teachers to reflect on and improve classroom teaching. The correct evaluation of students' learning not only pays attention to students' understanding and mastery of basic knowledge and skills, but also pays attention to the formation and development of students' learning emotions and attitudes. While evaluating students' innovation, I pay attention to students' understanding of mathematics learning. As a result, we also paid attention to the changes and development of students in the learning process, paid close attention to the mastery of basic knowledge, and strengthened the close connection with mathematical knowledge to ensure that classroom assignments are clear and clear. This will help build students' self-confidence in learning mathematics and improve students' interest in mathematics.

3. Adhere to teaching as the center and strengthen class management.

In the actual teaching of this semester, I followed the requirements of the syllabus, combined with the actual conditions of the school and the actual situation of the students, comprehensively implemented quality education, further standardized school-running behaviors, and strived to achieve the balance between routine and innovation. The organic combination promotes teachers' good teaching style of being rigorous, solid, efficient, and scientific, and promotes the formation of a better study style of students who are serious, diligent, truth-seeking, and good at asking questions. In order to improve their professional quality and teaching ability, they must carefully design the teaching process of each class, adopt different and flexible teaching ideas, not only consider the relevant connections of knowledge, but also adopt appropriate teaching methods to highlight both key points and difficulties. Take every lesson carefully. Classroom teaching is student-oriented, focusing on intensive lectures and multiple exercises. Special attention is paid to mobilizing and adjusting students' learning enthusiasm, strengthening students' awareness of cooperative inquiry, and through group communication activities, students are allowed to practice hands-on operations in inquiry and cooperation. , master the method, try boldly, and experience the joy of success. Correct homework carefully, assign homework that is basic, targeted, comprehensive, and consider the actual situation of students, highlight the hierarchy, correct homework in a timely manner, explain individual wrong questions in person, carefully analyze those with many mistakes, and comment collectively.

In short, this semester’s teaching work has both the joy of success and the confusion of failure. I teach every student with my heart and cultivate every student with my affection. I have no regrets in my heart and my career. Although I have achieved certain results this semester, there are also many shortcomings, such as the study and discussion of new curriculum reform concepts, the application of information-based teaching, and my own teaching experience and methods. In the future, I will learn from each other's strengths, learn the advantages of outstanding teachers, and strive to achieve better and more satisfactory results in the new semester.

Reflection on the teaching of the first-grade Chinese teacher 2

Through this period of Chinese remote platform training, I felt deeply. I can't help but think back to my first-grade Chinese class, and I can't help but want to talk about some of my thoughts:

1. The childlike language of first-grade Chinese teaching is to grab students' attention and inspire them. An effective means of learning interest.

Literacy teaching is the top priority of Chinese teaching in lower grades. "In the Vegetable Garden" is a literacy class. The teacher of this class is based on the curiosity, love of exploration, and susceptible hearts of first-year students. Characteristics: easily attracted by new things. Various physical pictures of vegetables are introduced in the form of pictures. The teacher uses childlike language to attract students' attention, reveal the topic, stimulate students' interest in learning, and make students enter the learning state happily.

2. Teaching comes from life. Only by bringing teaching back to life can we achieve breakthroughs in teaching goals and key and difficult points.

In literacy teaching, a life scene is created for students-the vegetable garden. Brightly colored vegetables create a rich life scene for students, arouse students' interest and desire to explore life, activate students' thinking, let students recall the colorful garden at home, create a pleasant literacy space for students, and mobilize Students' multiple senses are involved in the process of literacy and memorization. The class also involves interesting activities such as vegetable babies, pinyin babies and children playing hide-and-seek. It guides students from reading new words with pinyin to reading new word cards, gradually deepening the difficulty of reading new words. The entire literacy process is under the teacher's conscious control. Under the guidance, students learned unconsciously, learned new words and cooperated in a relaxed and pleasant atmosphere. It has been transformed from a boring machine into a behavior that students are willing to learn and remember.

3. Timely evaluation can effectively mobilize students’ enthusiasm for learning.

In this class, the teacher always uses an encouraging tone and rewards the students in various forms. The students evaluate each other after reading the children's songs and learn cooperatively. Coupled with the use of my motivational language, the students are happy. Learning, achieving learning goals, cultivating students' sense of cooperation, learning with confidence, having successful experience, and mobilizing students' enthusiasm for independent literacy.

4. Shortcomings:

1. Teachers should start from students’ existing knowledge.

For rural students who are familiar with vegetables but do not understand the word, you can introduce it during the introduction.

2. Teach students to imitate in their interests.

When teaching students to write characters in the Tian character grid, teachers should present a clear Tian character grid. Teachers write, and students write again.

3. When asking students to complete tasks, the teacher’s language should be clear and specific, and the general reference should not be too broad, otherwise students will not be able to understand what the teacher means.

4. Appropriate color contrast can enhance children's analysis and memory abilities.

Since the teacher uses multimedia to teach in this class, when teaching new characters and learning radicals, the teacher can use sharp contrasting colors between the radicals and the rest of the font. , I think this should have a better effect. Because students in lower grades, due to their physical and mental development characteristics, are much better at presenting bright colors than teachers repeatedly reminding them. It would be better if the teacher intentionally guides the students to make unconscious and conscious observations, and then acquire knowledge by themselves.

In short, I think that the teaching of first-grade Chinese should start from life and students’ existing knowledge, and carefully design lesson plans that are suitable for children’s psychology. Only by interacting with them in their favorite form can we realize the new curriculum standard concept, mobilize students' enthusiasm for learning, and achieve good teaching results. Reflections on the teaching of first-grade Chinese teachers in the first volume 3

What I attach most importance to is the literacy teaching of first-grade students. The textbook arranges two units of literacy lessons, but looking at the entire book, we will find that there is no literacy teaching Everywhere, our first-grade Chinese teaching is a process of teaching students to never attend meetings. This process is just done in different ways.

In my literacy teaching classes in the past three months, I mainly used the following methods to conduct courses:

First, guide students to discover literacy methods and literacy rules.

For the characters that need to be recognized, especially the characters that need to be written, and for the characters that have been learned, students should be guided to find the most common points of Chinese characters in connections and comparisons, and constantly discover the literacy that suits them. Methods, bit by bit, the accumulation of discoveries will form a relatively strong independent literacy ability. For example, the literacy method of changing radicals, adding one plus, and guessing is interesting and efficient. For example, when learning the word "Shang", I first guessed a riddle: one dot is horizontally long, the dot is in the center, the big mouth is open, and the small mouth is hidden under a hat. I said it while writing, and the students quickly remembered this difficult word!

The second is to guide students to take the initiative to learn literacy outside of class and in life.

At school, at home, on the street, in the community, through reading, reading newspapers, watching TV, looking at trademarks, signboards, advertisements... As long as you see Chinese characters, you will have the desire to read. Just remember it consciously. Teachers should often show students opportunities and stages for extracurricular literacy, so that students can constantly communicate their independent literacy achievements. By adhering to such guidance, students not only learn many more Chinese characters (the characters they learn outside class are even more than those they learn in class), but also achieve great results in terms of learning interests, methods, habits, etc. The third is to guide students to consolidate literacy in reading and application: children can recognize words quickly and forget them quickly. Therefore, continuous repetition is an important method to consolidate literacy. Putting the words you know into the language environment will have the best consolidation effect. On the one hand, teachers can compile the words that need to be learned into sentences, children's songs, and short articles for students to read, encourage students to form words and write sentences, and consolidate literacy through reading and using. First-grade Chinese teacher's teaching reflection 4

The "Chinese Curriculum Standards" clearly stipulates that the foundation of literacy, writing, reading and writing is the focus of teaching in grades 1 to 2. The first-year students who have just entered school this year use the Lujiao version of the Chinese textbook. The first volume requires knowledge of 380 Chinese characters and the ability to write 106. This arrangement embodies the principle of separating recognition and writing, and the principle of reading more and writing less. The purpose is to help students learn more Chinese characters as quickly as possible, quickly eliminate reading and writing difficulties, and start reading and writing as soon as possible. Therefore, according to the requirements of the Chinese curriculum standards, I mainly focused on three aspects: literacy, reading, and writing in my first-year Chinese class.

Literacy teaching: Tall buildings rise from the ground

What I attach most importance to is the literacy teaching for first grade students. There are two units of literacy lessons in the textbook, but looking at the whole book, We will find that literacy teaching is everywhere. Our first-grade Chinese teaching is a process of teaching students to never attend the meeting. This process just takes a different way.

In my literacy teaching classes in the past three months, I mainly used the following methods to conduct courses: First, guide students to discover literacy methods and literacy rules. For the characters that need to be recognized, especially those that need to be written, and for the characters that have already been learned, students should be guided to find the most common points of Chinese characters in the connection and comparison, and constantly discover the literacy methods that suit them, making discoveries bit by bit. Accumulated, it will form a relatively strong independent literacy ability. For example, the literacy method of changing radicals, adding one plus, and guessing is interesting and efficient. For example, when learning the word "Shang", I first guessed a riddle: one dot is horizontally long, the dot is in the center, the big mouth is open, and the small mouth is hidden under a hat. I said it while writing, and the students quickly remembered this difficult word! The second is to guide students to take the initiative to learn literacy outside of class and in life. At school, at home, on the street, in the community, through reading, reading newspapers, watching TV, looking at trademarks, signboards, advertisements... As long as you see Chinese characters, you will have the desire to read and memorize them consciously. Teachers should often show students opportunities and stages for extracurricular literacy, so that students can constantly communicate their independent literacy achievements. By adhering to such guidance, students not only learn many more Chinese characters (the characters they learn outside class are even more than those they learn in class), but also achieve great results in terms of learning interests, methods, habits, etc. The third is to guide students to consolidate literacy in reading and application: children can recognize words quickly and forget them quickly. Therefore, continuous repetition is an important method to consolidate literacy. Putting the words you know into the language environment will have the best consolidation effect. On the one hand, teachers can compile the words that need to be learned into sentences, children's songs, and short articles for students to read, encourage students to form words and write sentences, and consolidate literacy through reading and using. First-grade Chinese teacher's teaching reflection 5

Because of the characteristics of their age, first-grade children pay more attention unintentionally than intentionally, and they are unstable and not lasting.

Therefore, when designing this lesson for students to memorize and consolidate new words, the teacher uses intuitive pictures from life and introduces them into the study of the text, which greatly attracts the children's attention, guides the students to learn new words independently, and stimulates the children's imagination. Interest in literacy, learn more and skillfully, step by step, improve literacy efficiency.

I first asked the students to observe the five pictures of "Gold, Wood, Water, Fire, and Earth", and emphasized that "one, two, three, four, five" are Chinese character serial numbers, and asked the students to follow the "Which picture do I want to say, and what is it?" The purpose of answering is to let students understand the new words in their answers. After the students answer, the teacher will immediately display the Chinese characters "金木水火地" on the corresponding picture, and the students can quickly tell the meaning of the single-character characters, and further Understand the meaning of "metal, wood, water, fire and earth". This method of character recognition that combines pictures and texts allows students to have an overall visual understanding, stimulates students' interest in combining literacy with life, and allows students to learn to read in daily life. Literacy with the help of pictures can enhance students' understanding of new characters. During the class, we also found that students can accurately express the content of the picture when observing the picture. One word represents one thing. Everything in the world is inseparable from the five substances of "gold, wood, water, fire, and earth" The composition makes students interested in exploring the world. This also tells teachers that our literacy should not be limited to literacy itself. More importantly, we should tell students the meaning of the words behind the new words. It also achieves the teaching goal of allowing students to recognize and read new words very well. First-grade Chinese teacher's teaching reflection 6

For first-grade children, it is difficult for them to accept that they suddenly walk from a familiar environment to another completely unfamiliar environment. . But then we have to face new challenges - learning strokes and recognizing words. Can the children cooperate with me? Can you submit a satisfactory answer sheet for your own class?

There are twelve students in the class, all of whom are mildly mentally retarded. There is a student who has been in other classes for two to three years. His voice is very low when he answers questions in class. There is one student who has no language function at all. No matter what you ask him, he will only nod. There is also a student, As long as they wander around as soon as class starts, the rest of the students are fine. Some can speak two-character words, and some can speak a short sentence.

In the blink of an eye, it has been almost a month since school started. Since the freshmen have just entered the school, students have to gradually adapt to campus life and study, so they have only learned two lessons by the end of the month. Most students can recognize the Chinese characters "person, head, hands, feet, mouth, ears, eyes, tongue, nose, teeth" by comparing pictures and texts, and can point out the corresponding parts. I write different Chinese characters on the blackboard in every class, hoping that they can remember the Chinese characters without seeing the pictures. For most students, the effect is okay. Li Moumou didn't remember it very clearly at the beginning, but with subsequent consolidation, the effect is much better. . However, Yi could point out the corresponding parts, but could not remember the glyphs. Chen, who had no language function, could understand and follow the teacher's instructions and point out the corresponding parts.

Although students’ own conditions are limited, for example, their memory is poor, they forget what they have learned before, and their ability to analyze and understand is weak. However, in order for them to learn more knowledge and recognize more words, every time I learn a new stroke or word, I have to lead the students to read and memorize it repeatedly until most students can read it. This semester I just asked them to recognize and describe the three strokes ",, _, ￢". Wang and Yang wrote very well. Yi could basically complete it if the teacher assisted him in holding the pen, and other children could do it. Trace red. Their performance levels vary, so I can't be anxious. I can only teach in different levels according to each student's situation, lower the standards, and allow each student to develop.

When teaching simple sentences, I will let the students try to say it themselves first, and I will prompt appropriately. After the students said it once, I led the students to read it again and again. This can exercise students' oral expression skills.

After the above efforts, the children have made varying degrees of progress in one semester. I think: after such unremitting efforts, students' knowledge will be stored more!